LESSON: Unit 7: Food and drinks

Things I like

School: №13 School

Date: 31.03

Teacher name: Tleubayeva A. S.

Grade: 1

Number present:

absent:

Learning objectives

1.S1make basic personal statements and simple statements about objects

1.S3 pronounce basic words and expressions intelligibly

1.UE9 use basic present simple forms [positive and negative] to give basic personal information

1. L3recognise with support simple greetings

recognise the spoken form of a limited range of basic and everyday classroom words

Lesson objectives

All learners will be able to:

• Name words according to the topic.

• Make up positive and negative sentences about food they like and dislike

Most learners will be able to:

• Recognise and name some words according to the topic.

• Answer the questions correctly using Present Simple tense

Some learners will be able to:

• Recognise and name most of the words according to the topic.

• Make a dialogue using names of food and drinks

Language objective

Learners can:

Talk about food preference

Say what do/ don’t they like “ I like\don’t like cheese ”

Subject – specific vocabulary and terminology:

Remember and say the words “ cheese, pizza,”

Useful sets (s) of phrases for dialogue and writing:

I like I don’t like …….

Do you like …?

Previous learning

Unit revision

Beginning

2 min

GREETING

Teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

WARM UP

Teacher asks and pupils answer the questions: What date is it today? What day is it today? What is the weather like today?

Open your copybook and write down today’s date.

Pupils greet Teacher.

Pupils answer the questions

Verbal evaluation

Hello song

Orally

Revision

6 min

To repeat previous materials!

Let’s play game!

English revision test.

Pupils listen and answer the questions.

Quizizz test

Actualization

2 min

T: Watch the video tell me what is the theme of our lesson today.

Of course, you are right, today we will talk about Food and drink.

Pupils watch the video and answer.

Verbal evaluation

Picture

Middle

20 min

Teacher introduces the topic of the lesson: The topic of the lesson is

“Things I like”.

The teacher announces the objectives of the lesson.

INTRODUCE THE NEW WORDS

Read. Write down the words into your vocabulary:

Pupils listen.

The pupils listen and repeat by teacher`s instruction.

Verbal praise

PPT

Dictionary

End

5 min

REFLECTION

Hometask: to learn new words, Exercise 1 at page70 (Activity book) Look, read and complete.

Saying goodbye

Поставь знаки «+» или «-»

Cards

Activity book

Ex. 1 p. 70

Middle

Get students ready to the class by greeting them, asking questions about their feelings.

Warm up activity. T should divide Ls into 2 groups using two pictures with chocolate and pizza.

• T gives to each group half of the cards of the food and make them find the other half and guess what the pictures are. T will encourage Ls to name them in Kazakh /Russian language

(bread, soup, fish, ice cream, chocolate, chips, pizza, cheese, )

Tell the learners about what they are going to do today:

• So let’s count how many words do you have?

One, two, three …. eight and today we will learn 8 new words.

Presentation

(D)Teacher drills pronunciation of new words correctly. Once they repeat after the T, then they repeat individually.

Example: This is an ice-cream.

Task 1. (G) Says missing words. Play a game “ Who is faster?”

Teacher shows pictures of food on the board and students name them all with their eye open. After teacher says to close the eyes, teacher takes one card away. Students open the eyes and name what is missing.

Descriptor: A learner

Remembers and name food and drinks

Formative assessment: Three faces

Pre-listening

(D) Teacher uses visuals of different types of food to introduce /revisit food vocabulary. Teacher models I like… I don’t like in building up two groups of food items on the board beneath a happy/sad face.

(D) Teacher models and drills words/sounds hmm, nice, yuk, urghhh in relation to choices.

Post-listening Song. Teacher shows the video. Children listen to the song and repeat the gestures. Children sing and dance together.

Task 2. (P) Ls have cards with new words. They should ask their partner using these cards. T will invite one L and model to the class the next activity.

Do you like….? Yes, I do. It’s yummy

Do you like ….? No, I don’t. It is yucky! T will go around the class and listen their conversation.

Task 3. (I) Look at the pictures. Say what you like and don’t like

Example: It’s an ice cream. It’s red. I like chocolate.

Teacher keeps the conversation by asking questions: Is it yummy or yucky?

Descriptor: A learner

• Says what food and drinks does he\she like

• Says what food and drinks he\she doesn’t like

Peer assessment: others listen when somebody says a sentence and corrects or helps to say. Choose one more able student to assess others by giving a sticker. But the teacher makes the final decision.

Task 3. Explain the activity. The pupils look at the pictures,

read the dialogue silently and tick the pictures of the

food items that appear in the dialogue. Allow the

pupils some time to complete the activity. Check their

answers.

Answer key

The pupils tick the milk, cheese and the eggs.

Play the CD again pausing for the pupils to repeat,

chorally and/or individually. Assign roles and ask

individual pupils to read the dialogue out loud.

• For some learners: Select a short exchange from

the dialogue for the pupils to act out in pairs. Allow

them some time to rehearse their exchanges.

Encourage them to come to the front and perform

their exchanges. Alternatively, assign roles and

have the pupils come to the front and act out the

whole dialogue.

• For all learners: Ask the pupils to take out

their story cutouts. Ask them to shuffle them. Play

the dialogue for the first frame. Ask the pupils to

show you the corresponding cutout. Repeat with

the rest of the dialogue.

Group Assessment through finger

End

Feedback

If you like and understand this lesson colour the sail with green

If you understand but have some questions colour the sail with yellow

If you don’t understand colour the sail with red

Home task – learn the words, make sentences

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able

learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links Health and safety check ICT links Values links

struggling learners will be given more prompts to help them speak to pronounce words.

• through questioning and the redirecting of questioning in feedback activities

through observation in group and final performance activities

, Kazakh, Russian languages

PPT -By teacher, interactive websites

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.